DOCUMENT RESUME
ED 101 134 CE 002 880
AUTHOR Holloway, SallyTITLE Upgrading Licensed Practical Nurse to Registered
Nurse Program, September 1971 - June 1973. Report.INSTITUTION Chicago City Colleges, Ill. Olive-Harvey Coll.;
Chicago Univ. Hospitals and Clinics, Ill.SPONS AGENCY Illinois Research and Deielopment Coordinating Unit,
Springfield.PUB DATE Oct 73NOTE 82p.
EDRS PRICE MF-$0.76 HC-$4.43 PLUS POSTAGEDESCRIPTORS Career Ladders; *Educational Programs; *Medical
Education; *Nursing; *Program Descriptions; ProgramEvaluation
ABSTRACTTwenty Licensed Practical Nurses (LPN) became
Registered Nurses (RN) in a pilot program giving partial academiccredit for their LPN training and building n their existing skills.The program revolved around three needs: (1) trained nurses; (2)
eliminating the notion that jobs were dead-end; and (3) achievingupward mobility for hospital staff. Curriculum development, selectionof students, the counseling program, funding, and methodology aredescribed. The succeeding section reviews program results from threepoints of view: a detailed evaluation of academic results, showingthat the 20 LPN to RN students compare satisfactorily with manystudents educated in diploma or baccalaureate programs and all 20,passed their State Boards with better than average scores; thestudents' evaluation of their experience; and an examination offinancial data to identify benefits to the individual, theinstitution, and the community at large. Student success reinforcedbelief that a specialized but accelerated program does not adverselyaffect training. Students' future plans and followup of the programare discussed. Seven conclusions regarding the successful program'selements, students, and upward career mobility end the report.Appendixes include: other LPN to RN programs; career ladder programs;and the Research and Nursing Skills Inventory Questionnaires.(Author/NH)
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The University of ChicagoHospital and Clinics
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REPORT ON THE
UPGRADING LICENSED PRACTICAL NURSE
TO RE1ISTERED NURSE PROGRAM
A COOPERATIVE EFFORT BETWEEN
THE UNIVERSITY OF CHICAGO HOSPITALS AND CLINICS
AND
OLIVE-HARVEY COLLEGE, CITY COLLEGE OF CHICAGO
SEPTEMBER, 1971 JUNE. 1973
3
The Research reported herein was performed pursuant to a contract with the State of Illinois,
Board of Vocational Education and Rehabilitation, Division of Vocational and Technical Education, Research
and Development Unit. Contractors undertaking prujects under such sponsorship are encouraged to express
freely their professional judgment in the conduct t of the project. Points of view or opinions stated do not,
therefore, necessarily represent official Board ni Vocational Education and Rehabilitation position or
policy.
FUNDING SOURCES
Major Funding for this project was made available by State of Illinois Board of
Vocational Education and Rehabilitation, Division of Vocational and
Technical Education, Research and Development Unit.
Student Allowances were provided by -
State of Illinois, Bureau of Employment Security through the Administra-
tion of Manpower Development and Training Act funds.
Additional student allowances were provided by -
Women's Auxiliary, The University of Chicago Hospitals and Clinics.
Student fringe benefits were provided by University of Chicago Hospitals and Clinics.
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ACKNOWLEDGEMENTS
The author wishes to express her indebtedness to the many individuals and organizations whohave been instrumental in obtaining the excellent results of the program and to their efforts incompiling this report;
to Robert Gray, R. D. Mc Cage and G. B. Yeager of the staff of the State of IllinoisVocational Education and Rehabilitation, Division of Vocational and Technical Educa-tion, Research and Development Unit, for their technical and funding assistance,
John Linton, Director of the State of Illinois Bureau of Employment Security andBertha Sobol, staff member of the Bureau, for their willingness to share funds in newand creative ways,
the nursing faculty of Olive-Harvey College, Rose Greenberg, Chairman; Joan Clothier;Mary Lee; Dorothy Miller; Elizabeth Rheams; Ruby Rogers; Charity Tetteh; Betty Welland,
Gabrielle Martel, Associate Administrator in charge of Nursing, The University ofChicago Hospitals and Clinics, for her support and encouragement,
Myrna Bordelon Kassel (deceased), State of Illinois Bureau of Ernpl'oyment Securityand Director of the Manpower for Human Services Center, without whose vision thisprIbgrarn would not have taken place,
Mrs. Gladys Ferguson and Mrs. Elizabeth Williams, of the Women's Auxiliary,The University of Chicago Hospitals and Clinics, for so graciously supporting studentswith funds for much needed necessities,
Ronald D. Twomey, Associate Administrator, The University of Chicago Hospitals andClinics, whose knowlecige of organizations was invaluable in getting the program started,
Richard Blough, of the Biomedical Computation Facilities, The Universry of Chicago,for his skill in computer analysis,
Robert G. Holloway, President, Holloway, Hecht, Hacker, Boldy, Inc. for his assistanceIn the financial analysis,
to the staff of the Department of Education and Training, The University of ChicagoHospitals and Clinics, Ruth Gerber and Susan Ruebush for their excellent counselingskills, and Moira Hayes Kuhl for her interpretation of results and Mildred Keller fortyping the manuscript,
and to the students, who performed so well:
Mary Anderson, RNEdith Baker, RNJimmie Ru..h Cain, RNChristine Harper, RNBillie Hermon, RNLillie Kellum, RNMarjorie Landrum, RNFrancine Little, RNIdell Morris, RNEarlene J. O'Neal, RN
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Elizabeth O'Neal, RNThelma Reed, RNTrudy Robinson, RNLettie Sabbs, RNSadie Smith, RNJoyce Sterling, RNNancy Thomas, RNIda Turner, RNVena Walter, RNEthel Whitted, RN
The author also wishes to acknowledge that she takes full and sole responsibility for the ideasand conclusions drawn in the report.
October, 1973
Sally HollowayDirector, Education and TrainingThe University of ChicagoHospitals and Clinics
TABLE OF CONTENTS
If AU
GENERAL INTRODUCTION
PLAN OF IMPLEMENTATION 5
Curriculum Development 5
Selection of Students 7
Counseling Program 15
17Funding
Methodology 20
RESULTS 21
21Academic Evaluation
Correlations 22
Student Evaluation 35
Financial Analys is 38
FUTURE PLANS 47
CONCLUSIONS 51
APPENDICES53
Appendix A Member Agencies, Interim Health Organization 53
B Other Programs 57
C The University of Chicago Hospitals and Clinics Career Ladder Programs 61
D Research Questionnaire 71
E Nursing Skills Inventory Questionnaire 77
F Cost of Program 81
TABLE OF GRAPHS, TABLES, FIGURESTitle
Graph 1, Distribution of Composite Scores on NLN Entrance Examination
Graph 2, Supervisors' Evaluations of LPN Work Performance
Table 1, Student Prof'. le
Graph 3, Number of Children
Graph 4, Age
Graph 59 Marital Status
Graph 6, Number of Residences in Past 5 Years
Graph 7, National League for Nursing Pre-Nursing Examination
Graph 8, National League for Nursing Achievement Examination
Graph 9, Grade Point Average
Table 2, State Board Score - University of Chicago Hospitals and Clinics
Table 3, State Board Score - Others
Graph 10, State Board Scores
Table 4,
Graph 11,
Graph 12,
Table 5,
Table 6,
Table 7,
Table 8,
Nursing Skills Inventory
Comparison of Hourly Salaries
Salary Projections
Comparison of Annual Salaries
Comparison of salary by Level
Salary Classification for RN Supervisor
Taxable Income
Figure 1 and 2, Proposed models of future Programs
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GENERAL INTRODUCTION BEST CO? AVAILABLE
This report will describe a pilot program which involved 20 Licensed Practical Nurses becoming
Registered Nurses in a program which gave partial academic credit for their Licensed Practical Nurse
training and built on their existing skills as Licensed Practical Nurses. The 20 students were re-
cruited from the Nursing Department of The University of Chicago Hospitals and Clinics (hereinafter
UCHC) where they had been employed as Licensed Practical Nurses at least one year. Since the
hospital from ,vhich the students were recruited did not have its own nursing school, and since the
students (many of whom were heads of households) could not afford to be in school full time, one of the
chief problems became the bringing together of the appropriate agencies and institutions in a coopera-
tive venture to achieve the goals of the program, viz., to train orking Licensed Practical Nurses to
become Registered Nurses. The intention in this report is to describe the "how to" aspects of the
project i.e., to identify the components necessary to the project's success and to provide the
supporting data derived from the results. 'lltimately, the program was brought to a successful
conclusion because of the collaborative efforts of The University of Chicago Hospitals and Clinics;
Olive-Harvey College, City College of Chicago; the State of Illinois Board of Vocational Education -e-Al
Rehabilitation, Division of Vocational and Technical Education, Research and Development Unit; the
State of Illinois Bureau of Employment Security and the Women's Auxiliary of The University of
Chicago Hospitals and Clinics. The UCHC provided the administrative and counseling services and
fringe benefits for students; Olive-Harvey College developed the challenge examination, curriculum
and academic nursing counseling program, and became the educational institution in which the 20
Practical Nurses from UCHC took their RN training; the Illinois Board of Vocational Education and
Rehabilitation supplied the funds for administrative, teaching and counseling services; the Illinois Bur-
eau of Employment Security administered the Manpower Development and Training Act funds for
student allowances, and the Women's Auxiliary provided additional student support funds.
It is worth noting, we believe, that the Nursing Department at UCHC and the Department of Ed-
ucation and Training (a non-nursing hospital-wide training department) at UCIIC cooperated to get this
program started. We feel this is unique, that professional nursing would allow non-nursing staff to
take the major role in the enterprise.
BEST COPY AVAILABLEThe planning of the program revolved around severtl key issues. The most important were, the
need of UCHC for trained Registered Nurses, the need to eliminate the notion that jobs for employees
are dead-end, and the need for ,Lospital staff to achieve mobility through the ranks of nursing, It was
felt that the development of a program to provide lAcensed.Practical Nurses from the staff of the
hospital with the opportunity to become Registered Nurses would meet these needs. The hospital also
felt that such a program would serve the needs of the community because as people on the staff of the
hospital were upgraded new staff would be hired.
The needs of the hospital were assessed by looking at hospital employment figures and state and
federal data. There is a ready and abundant supply of LPN's, but not RN's; trained RN's are in short
supply. Employment studies indicated that RN's on the staff who were also residentErofthe-community
stayed on the staff longer than non-residents. Therefore, training LPN's to become RN's would not
only be a source of. recruitment but also a source for committed,stable employees. Individual needs
were assessed through a survey of LPN's on the staff who indicated their desire to move up the career
ladder,
The matter of community service available through such a program was considered from the
following standpoint: The University of Chicago Hospitals and Clinics employs about 2300 people. The
hospital's own employment studies indicate that most staff come from within 5 miles of the front door.
Hiring from within the community, therefore, provides employment for residents. The hospital has
been committed to the idea of hiring in the community and upgrading staff within the world of work.
Thus, as people move up, new jobs are created and new hiring begins again. The parameters of this.'concept extend beyond the confines of the hospital, as training and upgrading create a skilled work
force. Upgrading pumps more money into the economy, the standard of living of employees goes up,
and the quality of care increases.
Ample documentation outside of the institution exists for providing upward mobility for nurses.
The National League of Nursing's public statements have supported this issue and in Illinois itself,
documentation exists in Illinois Study Commission on Nursing, 1966 - 1968, Nursing in Illinois:
An Assessment 1968 and a Plan 1980.
With the needs of the institution and the individual assessed, and the supportive data gathered,
the matter was brought to the attention of the 1 elim Health Organization. The diverse agencies who
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BEST COPY AVAILABLEcooperated to plan, implement and bring to a successful conclusion the program known as A Program
to Upgrade Licensed Practical Nurses to Become Registered Nurses had a forum for discussion known
as the Interim Health Organization. It is the belief of this author that the program would not have come
into existence without the work of this consortium and in particular, without the monumental and very
human efforts of its chairwoman, Dr. Myrna Bordelon Kassel (now deceased).
The Interim Fealth Organization's purpose was to provide a vehicle through which all concerned
organizations could work together to promote the recruitment, training and optimum utilization of
Allied Health Manpower in the Chicago Metropolitan Area. (Appendix A.) This Interim Health Organ-
ization was administered through the Human Services Manpower Career Center. Dr. Kassel, Chair-
woman of the Interim Health Organization, was also Director of the Human Services Manpower Center.
The center was a special research and development project funded by the. United States Department of
Labor. It was located within the Bureau of Employment Security and was part of the apparatus of the
Illinois State government. All of the groups which finally came together in the project known as
A Program to Train Licensed Practical Nurses to Become Registered Nurses, were associated in some
capacity with the Interim Health Organization. A forum through which groups could meet, plan and
negotiate, was thus provided, and during 19 71 when the Interim Health Organization was still in
existence, the parties to this project had a neutral agency acting in their behalf. This component was
extremely important in the negotiating process. It is unrealistic to think that one hospital can provide
all of the educational and financial components to meet the training needs of its staff. It must look
to the other institutions in the community capable of providing these services. The problem is not one
of lack of resources; it is rather a problem of finding a forum in which different institutions can meet
'o discuss mutual needs and find new and creativo ways to meet those needs. The Interim Health
Organization provided such a forum.
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PLAN OF IMPLEMENTATION BEST COPY AVAILABLE
The plan of implementation consisted of (1) the development of a curriculum for LPN's to become
RN's at Olive-Harvey College, (2) selection of students from The University of Chicago Hospitals and
Clinics Department of Nursing, (3) establishment of a counseling program and (4) procurement of
funds to support such an undertaking.
CURRICULUM DEVELOPMENT
Olive-Harvey Colle;e, City College of Chicago, is a comprehensive public community college
committed to serving as a focus of education in its community by providing educational programs and
services within the limits of its resources to all adults "who may reasonably be expected to benefit"
iron-i such program and services. The College views itself as accepting responsibility to provide a
wide range of educational and supportive programs and services in the areas of baccalaureate-oriented
transfer programs, occupational career-oriented programs with a continuing education component, and
community service programs designed for both students and non-students with an emphasis on com-
munity development.
The Nursing Department of the College makes every effort to assist the student interested in
lieing Dart of the nursing profession, to reach his/her goal in as short a time as possible. Most of the
nursing students are mothers and, of necessity, must be employed at least part time. Therefore, it is
almost humanly impossible for them to attend classes on a full time basis without same form of funding.
Most of the students live in tl e "developing" community, the same area in which many of the hospitals
and nursing homes are located.
In order to meet these goals, the Nursing Faculty developed a testing tool based on the objectives
of Fundamentals of Nursing, the first nursing course in the College. The placement examination that
is administered to all practiced nurses requesting admission to the college was developed by the first
semester (Nursing 101) faculty and the chairman of the Department of Nursing. The objectives of the
course were used in the development of the test items. Also used were the examinations that were
being used at that time in Nursing 101. After the development of this examination, it was given to each
of the faculty for a critical evaluation. The test was then rewritten and it was administered to a pilot
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group of nursing students who completed the first semester of nursing. After analyzing the results,
an item analysis was done and the' specific test items were revised. The examination was then ad-
ministered to the entire class of Nursing 101 students at the completion of their Nursing 101 Course.
A correlation study was done with the result that test scores correlated well with final grades. An
item analysis with revisions was again done, before the examination was administered to the practical
nurse A copy of the oxamination was sent to the State of Illinois Department of Registration and
Education who informed the College that it could be administered to LPN's.
Determining who should take the challenge examination was based on the assumption that LPN's
have educational s:cills and work experience that have application toward their RN academic career,
Therefore, Practical Nurses from an accredited school with at least one year of experience were
given an opportunity to take this examination. Those who passed were given six college credits after
successful completion of Nursing102, the second Nursing Course in the College. This in itself short-
ened the student's program by one semester. And, in addition to the challenge examination, the
development of the curriculum was validated to meet the needs of the students. It was important to
create a program that would shorten the length of time the student needed to be in school full time.
This would allow the students to move through the program continuously and still come out with all of
the required courses needed to take state board examinations.
Another important consideration in shortening the curriculum was the employment needs of the
hospital. The'sooner the students finished school, the sooner they would return to the work force. ';he
hospital was also paying for the fringe benefits package while the students were in school; students'
return to full time employment would decrease the cost of this component. The faculty at Olive-Harvey
College, therefore, created a 17 -month curriculum plan in which the students not only got six hours
credit for Fundatnentals of Nursing but also were allowed to move through the curriculum without gaps
of time in the program.
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CURRICULUM PLAN - LPN - RN PROGRAM
3 Semesters + 1 Summer School17 Actual Months of Study
Credit Hours
Nursing 101 - Foundations
Credit given for successfully passing theexemption examination . 6
September 197 1 - January 1972 (16 credit hours)
Nursing 102 Maternal and Child Health 6Biology 126 4English 101 3Social Science 101 3
February 1972 - June 1972 (17 credit hours)
Nursing 201 - Physical and Mental Illness I 9Biology 127 4Microbiology 119 4
June 1972 - August 1972 (6 credit hours)
English 102 3Psychology 201 3
September 19'12 - January 1973 (17 credit hours)
Nursing 202 - Physical and Mental Illness II 9Nursing 203 - Seminar in Nursing Practice 2Sociology 2 )1 3Humanities 2 01 3
SELECTION OF STUDENTS
The hospital in which the 20 students were employed as full time Licensed Practical Nurses is
primarily a teaching and research institution, As such, the hospitals and clinics provide research
facilities for the Medical School of The University of Chicago as well as patient care, The community
in which the hospital is located is characterized by low income families many of whom are black, Many
family members are undereducated and the rate of unemployment is correspondingly high,
Chicago, like other citities, has lost many of its middle and upper class population and is now
dominated by the old, the very rich, the southern migrant blacks and whites and Puerto Ricans, The
white middle class population with college degrees, children under 18, has left the city in large
numbers, with the exception of the far north and far south neighborhoods, The core of the city is now
BEST COPY AVAILABLEinhabited by minorities, Ethnic groups in various stages of assimilation, the majority of whom are
blue collar workers, live on the north and south fringes. Few Chicago neighborhoods have been spared
"change", As black, Puerto Rican, Mexican and southern white population constantly expands, the
middle class exodus to the suburbs increases. White people in buffer areas expend a great deal of
energy and effort to curb "invasion" and eventual inundation by minority groups.
Chicago population projections forecast a continuation of this trend. In 1970, for example, there
were 50,000 fewer white females between the ages of 30 and 44 living in the city than lived there in
1965, and the projected growth of the black female population between the ages of 30 and 44 is increas-
ing. Labor trends indicate that a large proportion of these women will be working. Between 1960 and
1970 the number of white females between the ages of 35 and 44 in the labor force decreased by 4600.
During the same decade, black females in the same age group increased the labor force by 11,700.
Thus, research indicates that the majority of the female working population will be composed of black
women. From them, will be drawn the predominately female hospital labor force.'
A description of the community is appropriate because it helps to underline the special educa-
tional needs of the students, who are also residents of the community. The majority of the Licensed
Practical Nurse staff at this hospital is made up of black women, many of whom are the heads of house-
holds. This fact created two problems. One was the provision of a funding base for students who
could have leave jobs to go into a full time program. The second was a consideration of the special
educational needs of such students which would allow their entrance into a Registered Nurse program
and the successful completion of that program.
The Department of Education and Training at the Hospitals and Clinics had previous experience
with the educational nee,;s of hospital employees. In the Fall of 1969, 166 entry level employees
(nurse aides, dietary aides, etc.) took the Nelson-Denny Reading Test; only 37 achieved an 8.5 read-
ing level. This test was administered as an entrance requirement for entry level workers to go into
a Licensed Practical Nurse Program. Ultimately, some of the students recruited into the program
were among the group which had an 8.5 reading level. However, some of the employees selected to go
is Study conducted by Orgn. Research Division, Industrial Relations Center, University of Chicago,Verl It. W. Franz, Ph, D., Project Director, Sally Greisdorf Holloway, Sally Jacobson, ResearchAssistants, for the Girl Scout Council of Chicago, June, 1969,
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into the Practical Nurse program had only a 6.5 reading level and these students successfully com-
pleted the program also and passed state board examinations. (Appendix C). The assumption was
made that the test did not yield a complete diagnosis of the students' educational skills nor did it ac-
count for the students' aspirations to move up the career ladder, a motivational factor which we felt
would contribute greatly to their success. This was our first experience with entrance requirements
as they pertained to employees at the hospital. In building the career ladder concept, i.e., upgrading
from entry level to LPN, LPN to RN, we learned that if this career ladder were going to be possible,
entrance requirements would have to be expanded so that the particular needs of the employees at the
hospital could be met.
This early experience pointed out to us that black students often experience test-taking in an
educational system as a barrier to higher levels of education. Such students traditionally view test-
taking as a barrier toward, rather than a facilitator of, success. They consequently bring to the test-
ing, situation a series of past experience which produce psychological barriers and therefore, poor
pe:cformance on tests. This does not mean that such students do not have the aspirations and motiva-
tions for moving up in their profession, nor does it mean that students, given the opportunity to par-
ticipate in a program, will not complete it successfully. It was our contention that traditional entrance
requirements were not appropriate for the population from which students would be drawn and other
criteria would have to be developed.
One criterion was experience. 4,rirlicants for the RN progran't were required to be Licensed
Practical Nurses with at least one year of work experience in an approved hospital or nursing home.
In this cas the institution was UCHC. This criterion was chosen to fulfill the expettatim that a
Licensed Practical Nurse has skills which have a base in education and experience.
Applicants had to demonstrate nursing knowledge by taking the Fundamentals of Nursing challenge
examination. This criterion determined whether students should be given credit for 6 hours of Funda-
mentals of Nursing, since the examination was based on the subject matter covered in the first nursing
course in the Registered Nurse curriculum and was comparable to that taught in the LPN program.
The National League for Nursing pre -admission test was administered in order to fulfill the re-
quirement of the State of Illinois Department of Registration and Education that all nursing school
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applicants be given some standardized entrance test that measures academic ability. Some of the other
Junior Colleges in the City College System require American College Testing (ACT's) of all entering
students. If this had been the case at Olive-Harvey College, ACT's could have been used instead of
the National League of Nursing pre-admission test (NLN). This test was used as a diagnostic tool
only.
Work performance as a Licensed Practical Nurse was measured by the supervisor's Standard
Evaluation form used in the hospital. This evaluation was considered most important; we felt that the
person with demonstrated satisfactory work performance would be a good candidate for Registered
Nurse.
Applica -Its had to present a high school diploma or a General Education Development Certificate.
An additional Dave-Harvey requirement was that the student show proof of having taken basic mathe-
matics and chemistry within the 5-year period prior to entering the nursing program. The students
who did not fulfill this entrance requirement had the option of taking these courses at UCHC. In the
summer of 1971, prior to entering the September 1971 class, those selected for the program who needed
mathematics and/or chemistry, took mathematics at the hospital and chemistry at Olive-Harvey
College. The mathematics course was conducted on hospital time and was developed and taught by
hospital staff for the express purpose of fulfilling the Olive-Harvey College entrance requirements.
The devel.A)rnent of criteria and the selection procedure was a joint effort between Olive-Harvey
College and. UCHC. A member of the Nursing Department of Olive-Harvey College came to the hospital
to administer the challenge examination. The announcement for this examination was made at the
hospital and all Licensed Practical Nurses on the staff who fulfilled the preliminary critera (i.e.,
graduate of approved Licensed Practical Nurse School, at least 1 year of experience as a Licensed
Practical Nurse, high school diploma or General Education DevelopmelA Certificate), were eligible_ 4, 4
to take the examination. It was given on hospital time and 73 people took this examination. Of these
73, 52 also took the NLN pre-admission test. These 52 Licensed Practical Nurses became the popu-
lation from which the 20 students were chosen.
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Not all criteria were given equal weight and the testing devices were used as diagnostic tools.
For example, a student who disc, well on the challenge examination and poorly on the NLN pre-admission
test, or vice versa, was not eliminated as a candidate, although greater emphasis was placed o'i the
challenge examination than on the NLINI. In some cases where the NLN score(' were low, the reading
comprehension component was considered useful. Students were not chosen because they were con-
sidered "the cream of the academic crop" as determined through testing. (Graph 1).
6 Students
II Students
3 Ot'e
55 Tc
Graph k
Distribution of Composite Scores on theNLN ENTRANCE EXAMINATION
(Administered prior to entrance intothe Nursing Program)
2 Students
I Student
5 17,/c
0-20 21-40 41-60 61-80 81-100
Scores (In Percentiles)
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Supervisor's evaluation was considered most important, (Graph 2). Some students with poor
testing scores were chosen because of a good supervisor evaluation, On the Evaluation of Work Per-
formance, filled out by the immediate supervisor of each prospective student, one item requested that
the supervisor identify whether the Licensed Practical Nurse had any "supervisory ability". For the
night staff (mostly older women with children) the supervisors indicated that the Licensed Practical
Nurses had the essential responsibility of supervision and planning, but because they were Practical
Nurses rather than Registered Nurses, they had to get the supervisor' s signatures on orders. The
variables which indicated above.average performance "quality of -wore, "quantity of work", "attitude",
"reliability","adaptability", and "initiative" were weighted heavily in terms of entrance into the pro-
gram. Wherever a rating was given, the mean was above average. The basis for the missing rank-
ings was usually a lack of opportunity for the Licensed Practical Nurse to display the particular
characteristic, e.g. , "supervisory ability".
17 Quality of Work
18 Quantity of Work
19 Attitude
20 Attendance
21 Knowledge of Work
22 Reliability
23 Personal Appearance
24 Physical. Fitness
25 Care of Equipment
26 Adaptability
27 Initiative
28 Judgment
29 Planning
30 Supervisory Ability0.5 1.0 1.5
Graph 2
Average
2.0 2.5
SUPERVISORS' EVALUATIONS
Legend: 0 NA (Not Applicable)(No Rating Assigned)
1 Below Average2 Average3 Above Average4 Outstanding
Averages are computed on classmembers who received a rating.N.A. are not computed.
0 3.5 4.0
;a)
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When all factors were equal, a preference was given to the person who had already demonstrated
a desire for mobility by taking some course work on her own. These courses did not have to be direct-
ly related to nursing. We felt that this type of student, with appropriate institutional and financial
support would succeed academically, and become the committed, stable RN.
Selection of the 20 candidates produced the following population, as illustrated in Table 1 and
Graphs 3, 4, 5 and 6:
TABLE I
StudentNumber
Age AtProgramEntry
MaritalStatus
STUDENT PROFILE
Residences Number of YearsNumber of In Past ExperienceChildren Five Years as LPN
Number ofYears atat UCHC
1 26 Div 4 2 6.5 5
2 32 Mar 1 2 9.5 13
3 37 Wid 4 l IC. 4
4 30 M 2 1 6 6
5 29 Sep 1 1 5.5 5.5
6 37 D 3 2 2.5 2.5
7 30 Single 0 2 9 1.5
8 27 M 1 2 4 2.5
9 33 D 3 2 4 4
10 24 M 2 3 5 5
11 22 5 0 1 2.5 2.5
12 28 D 1 1 7 5
13 31 M 2 3 8 .5
14 29 5. 1 2 1.5 1
15 35 M 2 1 2.5 2.5
16 33 M 2 1 8.5 8.5
17 44 M 4 1 11 11
18 27 Sep 2 2 2.5 5.5
19 30 Sep 0 1 5 1
20 38 Sep 2 3 5.5 4.5
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Graph 4r9
k.5
Graph 5
Legend:
S=SingleM=M.arriedD=DivorcedSep. =SeparatedW=Widowed
Number of Children Marital Status
Sep.
Graph 4
TI
Graph 6
20 25 30 35
Age in Years14
40 45 1 2 3
Number of Residencesin Past 5 Years
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Their previous Licensed Practical Nurse training came from three sources:
Cabrini School of Practical Nurse Training, Chicago, 3 students
Chicago Board of Education, 11 students
Manpower Development and ":ratning Act, Health Occupations Careers, .6 student3
Seventeen students graduated from high school; 3 students received their high school equiva-
lency by taking the General Education Development examination. The students were also asked if
they had taken the Licensed Practical Nurse Medication Course in the hospital. This course is given
by the Nursing Department at The University of Chicago Hospitals and Clinics and is designed to train
LPN's to pass medications. Successful completion of the course carries with it a higher degree of
skill, i.e., competency in passing medications and a higher salary. Fourteen students had taken the
Medication Course and six had not. The number of residences was asked for because it was felt that
this was a measure of stability, I. e., the fewer residential moves, the greater the commitment to the
community.
Six out of the 20 (30%) came out of the Manpower Development and Training Act, Licensed
Practical Nurse Program, taught by Health Occupations Careers, the government funded division of
the Chicago Board of Education. We feel this is a point especially worth noting since getting into the
MDTA program is accomplished through the Illinois State Employment Service, and one of their
requirements is that students must be unemployed and demonstrate need for financial aid. This pro-
gram is specifically aimed at "culturally disadvantaged" members of the developing community.
COUNSELING PROGRAM
One person on the staff of the Department of Education and Training at the University of
Chicago Hospitals and Clinics was identified as Coordinator-Counselor. The students were encouraged
to consult her about academic, social or economic problems which troubled them. The department
felt that one person could be the representative of the hospital and could demonstrate by her behavior
the institutional support available to the students. Over time, this tangible evidence of support
became extremely valuable to the students. Her counterpart was also available at Olive-Harvey
College where the same demonstration of support could take place.
At least 25% of the counselor's time was devoted to the students. At the University
15
23
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of Chicago Hospitals and Clinics, her initial responsibility consisted of interviewing the students
before the program started, both individually and in groups. She assisted with the choice of students
from the total number of applicants and became the liasion between Olive-Harvey and UCHC. While
most of the non-nursing academic problems were handled by the UCHC counselor, the nursing faculty
at Olive-Harvey tutored students in nursing courses. .The counselor at the College met with students
individually and in groups and any problems dealing with the hospital were brought to the attention of
the counselor in the hospital. For example, one of the problems dealt with the number of hours each
student worked while .still in school. In order to resolve the issue, a meeting was called at the hos-
pital to which the students and counselors and members of the nursing department were invited, in
order to negotiate differences.
During the program, any major academic problems the students had were brought to the
attention of the counselor at the hospital. If the problems were of a substantive nature, such as those
encountered during the microbiology course, she arranged tutorial sessions between the students and
members of the microbiology faculty of the University. If the problems were more methodological in
nature, she developed study helps for the individual needs of the students. For example, she helped
the students to develop good basic study habits and taught outlining skills.
When students came to the counselors with economic problems, every effort was made to
develop additional financial support to prevent any need for their dropping out of school. Although
there-were only a few instances, financial problems did arise and additional financial support was
found. Many times students came to the counselors with family problems. In these cases the counse-
lors were able to provide a setting in which the students could comfortably discuss the sittations they
faced. The availability of a person as an interested and sympathetic listener often aided in the solution
of problems. Other staff members of the hospital were brought in as needed. A hospital is a rich
source of talent and the faculty and staff of The University of Chicago Hospitals and Clinics provided
needed help in the areas of their expertise.
A very strong counseling service was a necessary ingredient in the success of the program.
The provision of such a service should not indicate to the reader that this group o:: students needed a
crutch to mike it through the program. The students' own desires and abilities were clearly the
determining factors in the ultimate success of the program. We feel, however, that the counseling
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service made the difference between having a 100% success rate and the 30% dropout rate which is the
norm in most academic institutions.
FUNDING
Funding was needed to provide administrative support, teacher salaries and allowances for
the students while in training. In addition, benefits, such as hospitalization, major medical and
group life ins.trance which the students received while employed full time at the hospital were main-
tained by the University during the entire program.
The funding for teachers and administrative personnel at Olive-Harvey College was needed
because the 20 LPN's from UCHC were to be admitted to the school over and above the number of
students in the regular Nursing Program at Olive-Harvey College.. To accommodate the 20 additional
students added administrative and teaching help had to be acquired.
In the Spring of 1971 a prospectus was submitted to the Research and Development Unit of The
State of Illinois, Board of Vocational Education and Rehabilitation, Division of Vocational and Tech-
nical Education. It was felt at that time that the Research and Development Unit was the appropriate
agency, since the prospectus clearly identified this effort as a pilot project with the appropriate re-
search components built into the study. The general objectives outlined in the prospectus were:
1. To serve the developing community and its "disadvantaged" members by
providing educational opportunities and creating career mobility.
2. To fill the need for trained nurses.
3. To provide the individual with the opportunity for upward mobility.
4. To gather research data with the objective of developing a career
ladder from LPN to RN on a statewide basis.
The idea was attractive to the staff of the Illinois Division of Vocational and Technical
Education and after subsequent negotiations, the Division signed a contractual agreement with Olive-
Harvey College to provide the program. A sub-contract was developed between Olive-Harvey College,
City College of Chicago, and UCHC to cover those administrative and counseling services the hospital
would provide.
The Research and Development unit of the lllinois Division of Vocational and Technical
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Education administers the funds available to Illinois under Part D, Title I of the Vocational Education
Amendments of 1968. The provisions set forth through Part D are centered around establishing,
operating, or evaluating exemplary programs or projects designed to broaden occupational aspirations
and opportunities for youth, with special emphasis given to youths who have academic, socio-economic,
or other comparable handicaps. The LPN to RN project fell directly in line with these provisions for
the following specified reasons. It was to be:
A. A project for students providing educational experiences through work during
the school year or in the summer.
B. A project designed to broaden or improve vocational education cur .icula.
C. An exchange of personnel. between schools and other agencies, h cutions, or
organizations participating in activities to achieve the purpose of Part D, Title
I (described above) including manpower agencies and industries.
D. A project for workers released from their jobs on a part time basis for the
purpose of increasing their educational attainment.
The Division, therefore, provided the necessary administrative and teaching funds to support
this program because the aims of the program clearly fell in line with the goals of the Division.
While administrative and teaching support came from the Division of Vocational and Technical
Education, it was still necessary to find support that went directly to students so they could take a
leave of absence without total loss of financial support. This financial support came from two areas.
One was the State of Illinois, Bureau of Employment Security, which administers_ Manpower Develop-
ment and Training Act Funds and the other was the Women's Auxiliary of the University of Chicago
Hospitals and Clinics.
The Illinois State Employment Service, through the Bureau of Employment Security, partici-
pated in the program and provided allowances to those students who were eligible in order to demon-
strate the feasibl!....to of using manpower programs for upgrading employed workers and to try out new
concepts which could be used as models for future programs. The Bureau felt that the following
issues could be demonstrated through this progr
1. Feasibility of part time training in connection with released time from work.
2. Employer-Government joint participation in funding programs.
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3. Cost benefits in relationship to improved economic status of enrollees,
4, Cost Ilenefits in training Licensed Practical Nurses to become Registered
Nurses as compared with teaching previously untrained students to become
Registered Nurses.
Students who worked full time received transportation allowances only. Students who worked
up to 20 hours weekly were granted allowances in compensation for their diminished work schedule.
This provision was extremely important to the students since many of them were married and had
families.
A fuller explanation of points 3 and 4 above will be dealt with in the section of this report on
financial analysis.
The other source of support funds was the Women's Auxiliary of UCHC. Each year the Exe-
cutive Committee of the ALociliary meets with staff 'advisers to pi epare a budget for expenditure of
funds and a decision was mare to provide funds for health careers and to channel these funds to the
Education and Training Department of the UCHC. The population at which career mobility was direct-
ed was composed of people who were typically denied access into higher levels of professionalism
and this met the Auxiliary's desire to provide funds for health careers. The Director of Nursing and
the Director of Education and Training met with members of the Auxiliary Committee about the
emergency need for financial assistance to the 20 Licensed Practical Nurses who were taking training
unr1 the Hospital's ladder program. As a result of this meeting, the Auxiliary Committee authorized
the allocation of funds for health cPreers to the LPN to RN program.. Since this was a full time pro-
gram, the students could not work full time and funds for family support were needed. Those students
eligible for Manpower Development and Training Act allowances did receive these monies; those who
were not eligible for grant stipends received Auxiliary Committee funds. Some funds were loaned and
some were given as stipends without repayment. Tae students as a group felt that whenever possibte
money should be repaid since these funds could then be used by students in future programs. Some
money was given for books; some students had temporary emergency money problems and funds were
used for this purpose also. The students were given all of their books without cost; however, some
chose to purchase them at the end of the program.
t7
UV COP ROMEMETHODOLOGY
During the Summer of 1971 before the program started, the Department of Education and
Training and the Nursing Department of UCHC and Olive-Harvey College arranged for prerequisites.
Those students who did not meet Olive-Harvey's requirement for basic mathematics and chemistry
within the last 5 years were given the opportunity to take these courses. In September of 1971, all 20
LPN's began taking formal classes at Olive-Harvey College. Because the challenging examination
gave the LPN's the opportunity to omit Nursing 101, their first semester consisted of Nursing 102
(maternal and child health), Biology 126, English 101 and Social Science 101: a total of 16 hours.
This was a heavy schedule and much support was sought by and given to the students in the form of
study helps by the counseling staff at UCHC and Olive-Harvey College.
The students attended classes full time and worked part time at the hospital, (fewer than 19
hours per week). TI.e hospital nursing department maintained a flexible attitude toward the students,
allowing for fluctuation in hours of part time work and for full time work during vacations if the
students so desired.
At the beginning of their first nursing course, Nursing 102, the teachers gave pre-tests and
had a general review to lead the students into the course. In these nursing courses the teachers were
able to extend the scope of learning because of the students' LPN practical experience. Members of
the class who qualified, were given the opportunity to take a nursing seminar which was devoted to
real problems encountered in their current experience. Everyone who took the seminar was required
to be currently employed in a hospital. This was not a required course, but those who took this
seminar felt that they benefited from the exchange of information. Duri:kg the program, if it became
difficult or impossible for an individual to take a ncnnursing course with the rest of the class, then
the facRitiec of the other community colleges in the City College System were a' ailable to help the
student fulfill her requirement at another time.
The resources available, such as a specially tailored curriculum, understanding teachers,
supportive ccunselors, flexible work scheduling and utilization of the other City Colleges were the
components of a methodology designed to allow an LPN in the world of work to become an RN in the
shortest possible time.
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RESULTS
Results of the program will be described from three points of view: first, an evaluation of
academic results; second, the students' own evaluation of their experience; third, an examination of
financial data in order to identify benefits to the individual, the institution and the community at large.
ACADEMIC EVALUATION
Identified in the prospectus submitted to the State of Illinois, were three evaluation questions
which related to the academic portions of the program:
I. Are the present predictors of success in a nursing program, L e. p National
League for Nursing preadmission examination, valid and reliable? Is it
possible that among the students, the intellective and educational character-
istics measured by the National League for Nursing are less important
predictors than certain non-intellective factors, such as success in a
previous level of nursing, work experience in nursing and heavy personal
investment into occupational advancement?
2. Does the use of challenging examinations truly identify the duplications
in Licensed Practical Nurse and Registered Nurse training, and are
they a valid and reliable way of measuring the knowledge and skills a
Licensed Practical Nurse has acquired through education and experience ?
3. Is it possible to give credit to the Licensed Practical Nurse for the
practical and educational experience she has and produce a qualified
Registered Nurse? Is this student able to function on the job as well
as a nurse who has trained in a diploma program, Assriciate of Arts
degree in nursing program, or baccalaureate program?
In Item 3 above the assumption was made in identifying nursing progress at three levels that
the Licensed Practical Nurse coming into any such program would be treated as a beginning student
and that no recognition would be granted for previous knowledge or experience in any level of
nursing.
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CORRELATIONS
In order to answer the question as to whether the pre-admission testing devices predict the
success of a student passing State Board Examinations, correlations were calculated on pre-admission0
tests and State Board scores. Correlations were also tabulated on State Board LPN scores for the
20 UCHC students and their RN State Board scores. Although LPN State Board scores were not used
as an entrance criterion, it was felt that these correlations might be useful to determine whether
they would be good and valid predictors of success in future programs. They were calculated on the
following groups of students:
1. 20 members of the UCHC group and the 19 other members of the Olive-Harvey
class;
2. The total class (N=39) and the previous Olive-Harvey classes of 1970, 1971
1972 and
3. The 20 UCHC students and the previous Olive-Harvey classes of 1970, 1971
and 1972,
The Olive-Harvey entering class of September 1971 consisted of:
1) The University of Chicago Hospitals and Clinics LPN's, who
challenged out of Nursing 101 20 students
2) LPN's in the program without institutional support, who
challenged out of Nursing 101 6 students
3) Transfer students, LPN's but did not challenge 2 students
4) Others who had previously completed Nursing 101 11 students
Total 39
The eleven students (item 4 above) included some students who had been delayed in their pro-
gram by illness or personal reasons and some who needed to repeat a nursing class. Olive-Harvey
College requires students to repeat any nursing class which they fail or the second nursing class in
which they receive a grade of D. Three of the nineteen students (non-UCHC) did not complete their
work and therefore did not graduate.
Of the 19 (non-UCHC) students in the class, 9 were LPN's who came into the program on
their own, No significant correlations between groups of scores are apparent for them. We found
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that the LPN state board scores of the UCHC students did have a statistically high correlation with
their RN state board scores, Although we cannot yet generalize for all comparable cases, we can for
the UCHC group make the statement that LPN state board scores are the best predictors of success.
Correlations were calculated on 26 variables:
1, Age
2. NLN Preadmission: Academic Total
3. NLN: Academic Quantitative
4. NLN: Verbal
5. NLN: Reading Speed
6, NLN: Reading Level
7. NLN: Math
8. NLN: Science
9. NLN: Social Studies
10, NLN: Composite
11. Olive-Harvey Challenge Exam
12. Grade Point Average: Total
13. Grade Point Average: Nursing
14. Grade Poi'n't Average: Liberal Arts
15, NLN Achievement: Medical - Surgical
16, NLN Achievement: Medical - Surgical
17. NLN Achievement: Psychiatry
18. NLN Achievement: Obstetrics
19, NLN Achievement: Pediatrics
20. State Board Scores: Medical Nursing
21. State Board Scores: Surgical Nursing
22. State Board Scores: Obstetrics
Z3, State Board Scores: Pediatrics
24, State Board Scores: Psychiatry
25. State Board Scores: Average
26. LPN State Board Scores
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Among the many correlations there were few that were statistically significant. Considered
as statistically significant was a correlation of 0.561 at the 1% level, for a sample size of 20. The
four categories of scores, viz., NLN preadmission, Olive-Harvey challenge examination, Grade
Point Average, and NLN Achievement, which were all quantitative variables administered prior to
State Board Examinations, did not yield significant correlations with State Boards. The inter -
correlations among the 26 variables were low, ranging from 0.019 to 0.969.
79,4%of the intercorrelations were below 0.561. A 1% significance level signifies the fact
that 1 out of 100 statistically significant results occurs by chance. The higher range figures in general
indicate correlations between variables which were not independent, e.g., between nursing class
Grade Point Average and total Grade Point Average. These are correlations which we would expect
to be high. Since these gr)ups of scores did not correlate with State Board examinations, we cannot
say that if a person tests poorly in these areas she will necessarily do poorly on State Boards. It
may be, as in our case, that the State Board results will be highly positive with a very poor showing
in, for example, the NLN pre-admission scores. The fact that we have a relatively large number of
low correlations does not indicate that we cannot yet make quantitative statements about any predictors
of success. The fact is, that their LPN State Board scores have a statistically significant correlatiol
with their RN State Board scores, 0.591 (0.561 indicates statistical significance at the 1% level). It
may be valid then, that the best quantifiable predictor of success may be success in a previous level
of nursing, as measured by LPN State Board scores.
Graph 7, the National League for Nursing Preadmission scores of the 20 UCHC students,
compared with the 19 other members of the class, indicates that the University hospital students did
not do so well on this examination as the other 19 students admitted to Olive-Harvey College. The
results of the National League for Nursing Achievement Test, however, administered to the entire
class of students after they had completed their second nursing course, indicates something else
(Graph 8). That is, the 5 sections of the Achievement Test (medical-surgical Part I, medical-
surgical Part II, psychiatry, obstetrics, and pediatrics) all show mean scores higher for the 20 UCHC
LPN's than the mean scores of the other 19 students in the class. This same condition holds for grade
point averages. (Graph 9). In all three areas: total grade point average, nursing grade point average,
and liberal arts grade point average, the mean of the 20 UCHC students is higher than the mean of the
other 19 students in the class. By the time the 20 UCHC students had completed their second nursing
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course, however, they were doin,,, at least as well as or better than, other students admitted into the
program. Low scores on the NL1J pre-admission test did not predict lack of success in their program
up to this point.
70
60
50
40
30
zo
-10
_...=.1Total Quant.
Graph
/
/
/
I
1111111111, .1111111111111i
7
Verbal Reading
Academic Aptitude
White Bars: UCHC LPN's (N=20)Lined Bars: Remainder of 0-H Class
Grad. Feb. '73. (N=19)
T
1
/
n
=4 --Reading Math
1 Speed Level
NLN PRE NURSING EXAMS
7
Nat'lScience
411Social
Studies
/
Composite
25
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80
-70
-60a)
OU
CA
50
a)
40
'30
.20
10
Graph 8
White Bars: UCHC LPN's (N=20)Lined Bars: Remainder of 0-H
Class (N:19)
1_Med. -Surg.
(1)
road.
Med. -Surg.(2)
Psych.
NLN ACHIEVEMENT TESTS
/Ob. Peds.
CiApt2iWhite Bars: UCHC LPN'S (N=20)
Lined Bars: Remainder of O-HClass (N=I9)
Total Nursing Liberal ArtsGRADE POINT AVERAGES
26
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Of the 20 UCHC students who were in the program 19 took State Boards. (The one remaining
student did not receive the implementation card which would have allowed her admission into State
Board Examinations in time to take these examinations in February.) The other 16 who graduated did
not take State Board Examinations in February, 1973,because no space was available at the time.
In June, 1973, other members of the class took State Boards: the one University of Chicago Hospitals
and Clinics LPN who had nct previously taken them, the 16 other class members who graduated in
February and 2 of the additional three who completed work in June. (The two remaining class mem-
bers have not yet successfully completed their training.) Results of these State Board Examinations
are as follows: 20 UCHC students took State Board Examinations and all passed. Range of scores
was 448.4 to 661.4 with a mean score of 545. 8 (Table 2). Passing score is 350. Of the 19 others in
the class, the range of scores was 315.0 to 618.8 with a mean of 445.7. Of these 19, 7 failed the
State Board Examination (Table 3). The fact of 100% success on the part of the 20 UCHC students
pointed up to us that the criteria chosen to select students into the program were good and that perhaps
there are other measures of success besides quantitative ones, such as supervisors' evaluation of
work performance and personal motivation.
27
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TABLE 2
20 UCHC STUDENTS
RN State Board Scores
TrudentNumber Medical Surgical Obstetrics
1 537 633 394
LPNStateBoard
Pediatrics Psychiatry Average Exams
504 480 509,6 460
2 495 516 566 589 516 536.4 585
3 523 520 465 413 457 475.6 438
4 577 569 457 665 503 554.2 544
5 443 456 385 532 426 448.4 460
6 570 605 680 623 564 608.4 525
7 '630 548 573 581
8 597 562 492 567
9 690 626 680 686
10 470 591 528 483
11 603 520 564 578
12 577 548 510 581
13 557 484 537 490
14 623 576 546 651
15 543 520 546 595
16 623 676 688 567
17 550 576 439 595
18 61-0 591 564 490
19 597 647 528 553
20 523 562 430 574
480 562.4 519
487 541.0 516
625 651,4 689
449 504.2 472
518 544.6 602
510 545.2 483
549 523.4 539
572 593.6 547
533 546.8 607
572 625.2 491
411 514.2 547
472 545.4 456
510 567 523
457 509.2 479
CHC mean 570.7 568.9 526.6 561.5 503,9 546. 3llinoiscan 512.7 523.0 512.9 516.3 5 14,0 515,8*ationalcan 511.6 517.4 512.2 518.3 520,9 516.1*):(These are not available for the examination which our students took since they are figured annually
rom June to June. The figures quoted represent scores from Illinois and the United States for tests
iven June 1, 1971 - June 1, 1972,28
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studentNumber Medical Surgical Obstetrics
TABLE 3'
19 OTHER OLIVE - HARVEY STUDENTS
RN State Board Scores * = Test Failed
1 294* 343* 366
2 467 350 358
3 315* 249* 300
4 426 396 446
5 343* 329* 316*
6 654 516 474
7 405 289* 300*
8 377 383 508
9 522 436 466
10 564 516 466
11 481 463 441
12 495 516 533
13 508 583 508
14 495 410 591
15 481 443 491
16 571 610 691
17 343* 289* 374
18 419 223* 541
19 356 430 424
Mean
37
Pediatrics Psychiatry Average
458 342* 360.6 FAIL
451 326* 390.4 FAIL
393 318* 315.0 FAIL
575 500 472,6
437 302* 345.4 FAIL
618 659 584.2
386 270* 330.0 FAIL
458 445 434.2
516 453 478.6
546 421 502.6
415 389 437.8
444 445 486.6
589 572 552.0
487 500 496.6
567 532 502.8
618 604 618.8
429 477 382.4 FAIL
415 151* 349.8 FAIL
444 484 427.6
445.68
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The 19 UCHC students' mean board scores have been compared with State Board scores of
Olive-Harvey classes from 1970, 1971 and 1972. (Graph 10). In almost every instance, the mean
scores of UCHC students compare favorably with the overall means of the other classes. In only one
instance the mean of the ZJCHC students is lower than the mean of another Olive-Harvey class. This
case does not show in Graph 10; it occurs in the comparison of the mean of the UCHC for the Psychia-
tric Section of State Boards with the comparable mean of the 1972 Olive-Harvey Class.
Psychiatric mean score was 503; 1972 Olive-Harvey class mean score was 517.
UCHC
600
550
500
450
400
350
(PassingScore)
Med. Surg.
Graph 19
White Bars: UCHC LPN's (N=20)Lined Bars: 0-H Graduates
(1970-71-72) (N=93)
11
Obs. Peds.
STATE BOARDS
f-1
Psych, Totals
3830
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These data indicate to us that the LPN's who were given academic credit for previous educa-
tion and experience were in no way hampered from successfully completing RN training and passing
State Boards.
The members of classes of 1970, 1971 and 1972 at Olive -Harvey,which included LPN's,
did not have the opportunity to challenge out of Nursing 101. The results of the 26 LPN's of the
February, 1973,class who successfully challenged make clear that under such circumstances the
requirement for Nursing 101 may be omitted with no unfavorable effect.
In order to further demonstrate that Registered Nurses so trained are amply qualified, we
compared their nursing skills with those of the other members of their nursing internship class. The
UCHC Department of Nursing has developed a three-month Nurse Internship program to which all new
nurse practitioners participate. A Nursing Skills Inventory was developed containing 26 items. Res-
pondents wer.; asked to rate themselves on each skill by indicating the appropriate one of three
possible classifications: "have never done", "need review", "can function independently". (Appendix
F). Comparisons were made of the 20 RN's from the pilot program and 10 new RN's who were from
a number of other nursing programs. These 30 new RN's made up the Nurse Internship class.
TABLE 4 - Nursing Skills Inventory
The following table must be read as a set of differences related to the associated Graphs A, B,
C and D.
Part I Graph A compares percentages of LPN to RN members of nurse internship class who had never
performed a certain procedure with the percentage of the other class members who had not
performed the procedure. (Remainder of internship class was composed of nurses from 2-yr AA
degree programs, 3-year diploma programs and BSN programs.) Graph B compares the same
LPN to RN percentages with the average percentages of nurses from internship classes (June
'69 to February '71) who had never performed the procedure,
Part II Graph C compares the percentages of LPN to RN class members who function independently at
at the same procedures with percentages of the remainder of the nurse internship class who
function independently at the procedures. Graph D compares the same LPN to RN percentages
with the average percentages for members of nurse internship classes (June '69 to February
'71) who function independently at the procedures.
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The table contains the percentages of members of each group who have performed the procedures at
least once but who need review training before they can perform independently. These compose all members
of each group not included in Part I or Part II.
ql\loLe that Nursing Skills Inventory was enlarged for the class containing the LPN to RN's so the set of previ-ous averages does not contain information about some of the procedures included in the later inventory.)
Percentages of Nurses Who Need Review
SkillN=20
LPN to RN
N=10Remainder of NurseInternship Class
N=70Average of NurseInternship Classes(June '69 - Feb. '71)
1. Pressure Mattress 5 50 21
2. Ace Bandage 10 10 8
3. Baron Pump 25 10 12
4. Bedscale 10 10 25
5. Cardiac Monitors 70 70 53
6. Cardio-pulmonary Resuscitation 75 50 66
7. Catheterization: Insert Foley 15 30 11
8. Catheterization: Remove Foley 10 10
9. Central Venous Pressure 20 50 46
10. Ci7:an Catch Urine 0 10 11
11. Circo-Electric Bed 35 40 25
1 2 . Colostomy 5 30 41
13. Dermatology Dressings 15 10 32
1 4 . Fractionals 0 0 11
1 5. Gastric Feedings 0 30 18
16. Hypo-hyper-thermia Mattress 10 40 35
17. K-pak 0 10 27
18. Pap Smear 1 0 20 29
19. Care of Patient with Chest Tubes 55 60 52
20. Specific Gravity 0 40 31
Z 1. Suction:Tracheustomy 5 50 30
22. Suction: Naso-tracheal 0 60 38
23. Team Leading: Make assignments 35 40
24. Team Leading: Manage Patient Care 40 40
Z5. Formulate Nursing Care Plans 45 30
26. Pass Medications 20 32 10
40
I,
ittilal: % who had never performed procedures r---
10,0%
500 /c
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Graph A: LPN to RN compared withremainder of, Nurse Internship class..
A/ /\/- -,
...
I / / /I
V N.,-.. _ V 1
05kil1s i 3 4 5 6 9 10 11' 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
P
.1"/MINIMOB-"LPN to RN
----Remainder ofclass
100% I Graph B: LPN to RN cc- ',pared withaverage Nurse Intern response
LPN to RN(Ju. 'o9-Fb. '71)
Average response
* Note explanation50% of omission
* .
0/cSkills 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24'25 26
Part II: % who can perform independently
Graph C: LPN to RN compared with`,remainder of class
100%
Skills 1
100%
50%
VicSkills 1
1
V
LPN to RN- - -- Remainder of
class
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 ,19 20 21 22 23 24 25 26Graph D: LPN to RN comparedwith average (June '69 - Feb. "FILL
LPN to RN(Ju, 169 -11).171)
Average response
I I 11
,
/,,' I
, . ,
S ,
t
V, , lot
IA
,
,
4 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 2Z 23 24 25 26
33
41
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Table 4 compares the 20 LPN to RN students with the 10 others in their Nurse Internship
class and also with the averages of the previous clasaes. It is interesting to note that the former
LP: a identify as "functions never performed", items such as "making assignments as a team
leader" or "formulating nursing care plans", both functions which they would not have performed
during their previous experience. There are also items such as "cardiac monitoring" and "cardio-
pulmonary resuscitation" which were new to them because their previous assignments had not in-
cluded such work. In other areas, however, their experience shows in Lhe number of positive
responses they gave to "perform functions independently". This is not surprising to us since Practical
Nurse education emphasizes skills rather than knowledge and should La no way indicate that the new
RN practitioner without LPN experience is deficient in any way; her skills will be developed on the
job. Furthermore, the degree of expertise that the LPN's felt they had with a particular function
was directly related to the unit on which they had worked as LPN's.
The 10, er nurse interns responded differently. (Table 4). The nursing functions thatolh
these stud is iden\fied as ones "they could not perform" or "need review" were more numerous
than those comparably identified by the 20 students who had previously been Licensed Practical
Nurses. This in no way indicates to us that the new nurse practitioners were not able to perform
these functions after some work experience; it only represents the value of experience.
Ninety per cent of the 10 new RN's responded that they could "work independently" when it
came to "passing medication". On the other hand, of the 20 previous LPN's from the pilot project
who were new RN's, only 75% indicated they could "pass medications" without review. This is a
point worth noting since of the 20 LPN's in the pilot program, 15 took a Licensed Practical Nurse
Medication course while they were still functioning as LPN's. Those 15 indicated that they could
pass medications "working independently". Five students either indicated they "needed review" or
had never passed medications, Of the 10 new RN's in the Intern program who were not Practical
Nurses previously, only 1 said she would "need review", while 9 of these students indicated they
could "work independently ",
This interests us because of an assumption that was made when the 20 LPN's came back to
work in the Hospital as RN's. Rather than put them through the 3-month Nurse Internship program in
which all other new practitioners participate, the Nursing Department decided that it would be more
BEST COPY AVAILABLEappropriate for them to be in a four week program. The decision was based on the fact that they had
all previously worked at UCHC and ,aso based on the feeling that a repetition of experience was not
necessary for them. We believe with hindsight that this was not a wise decision. The reason for the
inappropriateness of this choice, was identified by the students themselves. The single most impor-
tant issue that the RN who previously functioned as an LPN faces when she returns to the hospital is
a conflict in roles, in terms of her training and skill development she can function as an RN but
attitudinally she frequently continues to function as an LPN,
The 20 LPN to RN students all indicated that a 3-months' Internship program would have given
them the needed tine to adjust to their new roles as RN's, not in terms of skills but in terms of atti-
tude. Several members of th:.! class, when they began their RN work experience after graduation, did
not want to take the responsibilities of an RN and considerable time had to be spent with them to
reinforce the fact that their RN education had prepared them for this responsibility. It appears that
the Nursing Skills Inventory item on "passing medication" is in further support of this role conflict.
The new practitioner with no pr.Jvious LPN experience could respond by saying that she could "pass
medications" even though she had no previous experience doing so. On the other hand, 5 LPN's who
became RN's indicated they did not want to "pass medications" without "further review", even though'CI If
they were in exactly the same position as the new RN with no LPN experience.
Table 4 shows that the 20 LPN to RN students compare satisfactorily with many students edu-
cated in diploma, ADN or baccalaureate programs. It reinforces our belief that a specialized but
accelerated program for LPN's does not adversely affect their training.
STUDENTS' EVALUATION OF COURSES TAKEN DURING PROGRAM
In the research questionnaire (Appendix E) students were asked to respond "yes" or "no" to the
following question: "Did you feel that the following courses were repetitious of LPN training?"
Nursing 102 - Theory
Nursing 102 Clinical Experience
Nursing 201 Theory
Nursing 201. - Clinical Experience
Nursing 202 Theory
Nursing 202 - Clinical Experience
Nursing 203 - Legal Aspects of Nursing
35
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Everybody felt that the Theory Courses were valuable, In LPN training they were taught
how to perform nursing functions but in RN training they were taught wim. They felt that the courses
were definitely not repetitious because of this significant shift in viewpoint. Everyone felt that there
was not enough clinical experience despite their previous LPN training. There were some functions
they could perform well because of experience but there were others in which they had little practice.
The LPN's came from all over the hospital so their experiences were varied. They felt that not
enough attention was paid to the experiences they had not had. For example, those students who had
surgical floor experience as LPN's could 'respond to State Board questions regarding surgery but
those students who did not have this experience felt at a distinct disadvantage, even though they all
passed State Boards with better than average scores. This was the reason the College developed the
Nursing 106 work/study course during the summer. Some of the LPN's could not participate because
they carried 6 to 9 hours, an already heavy load.
Several students felt that they should have been allowed to skip clinical work in the area of
their LPN experience and substitute work in an area with which they were not familiar. For example,
LPN's who worked in obstetrics felt that clinical experience in obstetrics was a repetition of their
work experience and would have preferred clinical time in areas not covered by their work as LPN's.
This response was felt particularly deeply because they all thought that time for work on the floors
was abbreviated. The limited clinical experience had to do with the fact that 3 hours on the clinical
area is equated to 1 credit hour in the college. In this respect, diploma programs, without this
constraint, do provide more clinical experience.
One student expressed the idea that more time should have been spent on "What is a good
RN V' She thought that things like attitudes toward people (teachers, co-workers, patients) should be
discussed in the program. This reaction was prompted by observations she made while a student at
Olive-Harvey College. She felt that the attitudes of some of the students toward teachers, which she
deemed inappropriate, would be carried into their work as RN's. This student felt that the group of
LPN's of which she was a part, did not reflect poor attitudes and she attributed this difference to
their experiences in hospital work.
Another item the student was asked to respond to was "What functions are you performing as
an RN that you did not perform as an LPN?" Students identified the following functions they were
36
44
Bperforming as RN's: BEST COPY AVAILABLE
1. Taking verbal and phone orders from physicians.
2. Increase in circulating duty. (This duty was identified by the Operating Room
Nurse only).
3. I.V. push.
4. Increase in supervisory responsibility (Identified by night staff only).
5. Administrative duties, such as staffing (responded to by nig.. staff only).
6. Responsibility for narcotics.
7. Serving as Team Leader.
8. Parenteral Therapy.
9. Abortion assisting.
10. Charge duty.
11. Passing Medications.
12. Research testing. (On endocrinology research unit only.)
13. Reading EKG. (Cardiology unit only.)
14. Listening to monitors (cardiology unit only.)
15. Being knowledgeable about electrolyte reports (cardiology only.)
16. Being knowledgeable about other related laboratory results,
e.g., CPK, SCOT, LDH (cardiology only.)
It is notable that functions which were new to some of the students had already been performed
by others. Sometimes these differences related to assignment areas within the hospital. Frequently
they arose because night personnel had had responsibilities that daytime workers had not needed to
assume. Similarly, only the LPN's who had taken the hospital Medication course had .passed medi-
cations to patients prior to the change in status from LPN. to RN.
The 20 students, when they worked at UCHC as LPN's came from all hospital units and
returned as RN's to many different units, not necessarily the areas in which they worked as LPN's.
Some chose not to go back because they waieci new experiences. Some did not go back to their
original units because of supervisor's recommendation. Some supervisors thought that the transitionI
from LPN to RN would be easier away from the old environment. They felt that some employees
UST COPY AVAILABLE
might not take orders from the new RN's, responding in an emotional rather than rational manner.
They even considered that a supervisor herself might forget the former LPN's new status. This
recommendation by supervisors did not reflect on the new RN's ability to perform the work, but
rather was an attempt to aid in the transition of roles.
Some of the students who wished to work with the group with whom they had worked as LPN's
did go back to their original units by choice. Some went back to the same unit without having a choice
in the matter; they were specifically requested by a supervisor - definitely a compliment. Some were
awarded the only opening available. Of the entire group two-thirds went to units different from the
ones on which they worked as LPN's.
FINANCIAL ANALYSIS
Analysis will be carried out from three points of view: that of the individual, the hospital and
the community.
Individual
Graph 11 compares the actual salaries earned by the 20 students when they were LPN's and
when they became RN's; Graph 12 compares possible salaries after the 9-1/2 year service period
which establishes maximum pay. Both graduate degrees and supervisory positions increase the RN's
salary as noted in Tables 6 and 7. For example, a supervisor with an MS has an annual salary of
$14,520.00. Note that in Table 5, there are three cases in which there is a slight decrease from
LPN to RN salaries. These decreases occurred because the LPN salary included a night premium
and the RN salary does not. In the cases in which the RN salary is substantially higher a night pre-
mium is currently included. In one case, the RN has a specially increased salary because she serves
as an Operating Room Nurse.
BEST COPY AVAILABLE
600
500
400
-300
$/hr.
Graph 11
COMPARISON OF SALARIES: LPN To RN
LPN Salaries atProgram Completion
Mean
Min.
Max.
RN Salaries 2 MonthsAfter Change of Status
Min.
Mean
Max.
LPN-BNo Prem.
LPN.APrem.
RNClinic
RNClinic
400
$ /hr.
Graph 12
POSSIBLE SALARIES AT 9 1/2 yrs. MAXIMUM
Mean
Min.
Max.
Approx.Mean
. =ID
LPN-B LPN -A RN Head NurseNo Prem. Pr em. Without With B.S.
B.S.
LPN (B) on Graph 12 signifies an LPN who has not had the Medication course and LPN (A),
one who has had the course and who can therefore pass Medications. LPN (A) receives a higher
salary. An asterisk (*) appears on Graph 12 instead of the notation MAX. because the salary of a
Head Nurse with a BS is not a maximum.
39
47
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TABLE 5' .
Individual
COMPARISON OF LPN - RN ANNUAL SALARIES
LPN Salary atEnd of Training
RN Salary 2 MonthsAfter Becoming 4n RN
1
2
$8, 122.00 .
7, 858.00
$11,363. 00
9,803. 00
3 7,355.00 9, 803.00
4 8,794.00 9, 803.00
5 9,964, 00 9, 803.00
6 8,243. 00 9, 803.00
7 8, 520.00 9, 803.00
8 8,399. 00 9, 803. 00
9 8,794. 00 11,363.00
10 8,243. 00 9, 504.00
11 8, 122.00 9, 803.00
12 7,858. 00 9, 803. 00
13 8, 686.00 9,947. 00
14 9,964.00 9, 803.00
15 8,243. 00 9, 803.00
16 8,794. 00 9, 803.00
17 8,794.00 9, 803.00
18 8,243. 00 9,803. 00
19 8,794. 00 9, 803. 00
20 8,794.00 9, 803. 00
48 40
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TABLE 6
COMPARISON OF SALARIES BY LEVEL
ength of Service LPN (B) LPN(A)* RN RN /BZAsst,HeadNurse/RN
Asst,HeadNurse/BS
HeadNurse/RN
HeadNurse/BS
New $3.536 $3,726 $4.713 $4,857 $4,944 $5,094 $5,238 $5,394
After 6 Months 3,657 3,848 4,886 5.030 5.117 5,273 5,423 5,584
Plus 1 Year 3,773 3,969 5.053 5,203 5,296 5,451 5,613 5,786
Plus 1 Year 3,905 4,096 5,226 5.382 5,486 5,648 5,815 5.988
Plus 1 Year 4,038 4,234 5.405 5,567 5,676 5,844 6,017 6, 196
Pitts 1 Year 4,176 4,373 5.596 5,163 5,673 6,046 6,230 6,415
Plus 5 Years 4,315 4.517 5.798 5,971 6.080 6,259 6.444 6,634
',Can Pass Medications
lABLE 7
SALARY CLASSIFICATIONS FOR NURSING SUPERVISION
Length of Service
New
Plus 1 Year
Plus 1 Year
Plus 1 Year
Plus 1 Year
Plus 5 Years
Diploma Graduate BS MS
$ 983. 00 Per Mo. $1, 004, 00 Per Mo. $1,035,00 Per Mo.
1, 013.00
1, 044.00 " "
1, 077.00 "
1, 112.00 "
1 147.00 " It
1,035,00
1,067,00
1,100.00
1,136.00
ti n
1 172.00 "
1,067.00
1,100.00
1,136,00
1,172.00 "
1.210.00 "
49 41
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The mean salary for a Licensed Practical Nurse at the end of the program was $8,411.52
annually, not including overtime or premium for night work. Two months after the students began
working as Registered Nurses their mean starting salary was $9,794.72 per year not including over-
time or premium for night work. This is an increase of 16.4% in salary or $1,383.20 per year.
While the immediate salary increase is appreciated by an individual it is the much-increased
earning potential of the RN which is a far greater and more permanent benefit for a former LPN. As
Graph 12 indicates, the LPN's would have been limited to the maximum noted deqpite any length of
service beyond the 9-1/2 years. However, as soon as the LPN moves into the RN category, regular
earning potential is much greater and the possibility of moving into supervisory capacity particularly
enlarges the range of salaries that it is possible to achieve.
At the present writing, 3 of the RN's have been recruited into teaching positions at another
institution in which they will teach students to become LPN's. It is clear to us that the career
mobility concept is truly working. These 3 RN's received their LPN training through the federal
government's Manpower Development and Training Act, Health Occupations Career program which
means that at that time they met the government's criteria of eligibility, viz., poverty level and
minority status. Their employment as LPN's at UCHC., made them eligible to participate in the RN
training program, and this led to their present employment status, which is teaching at another
institution at considerably increased salary. Increased earning potential and status decrease
the likelihood of future generations being on welfare. It has been amply documented in the literature
that present welfare recipients often produce new generations of welfare recipients.
Hospital
The 20 students worked at the hospital during the 17 months of the program. Mos,. of the
time they worked fewer than 19 hours per week in order to comply with a Manpower Development and
Training Act ruling establishing eligibility for allowancs. Some of them worked full time during
vacations but that did not alter their status as part time employees.
Because of their decreased earnings, the Hospital underwrote the benefit package for the
LPN's, the same package ordinarily maintained for full time employees. Benefits included Blue
Cross, Blue Shield, major medical and group. life insurance. The cost to the Hospital of this pro-
vision was just under $10, 000.00 for the duration of the program; it was the only special cost
1--r, 42
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incurred by the Hospital because of the program. As previously noted, the administrative support
and supplies needed were covered by the grant from the State of Illinois, Division of Vocational
and Technical Education. All other hospital costs related to the new RN's were identical with those
involved in the hiring of any new employees (physical examinations, orientation, etc.) The one
major exception was the cost of recruitment; no recruitment costs were incurred. Other hospital
studies have indicated that it cost $1,200.00 to recruit an RN. The acquisition of 20 new RN's
through the Hospital's career mobility apparatus therefore resulted in a cost savings to the Hospital
of $14,000.00. ($24,000.00 recruitment costs less $10,000.00 benefits).
A further benefit which may atxrue to the hospital as a consequence of the career mobility
program is a possible decrease in RN staff turnover, a chronic problem the hospital faces. While
we have no long-term data to support this hypothesis since the RN's have been on the staff only 6
months, we do have prior experience with an upgrading program 1 which entry level staff became
Licensed Practical Nurses through the hospital's career mobility program. Twenty-four entry level
employees of the Hospitals and Clinics were upgraded to Licensed Practical Nurses and successfully
passed State Board Examinations. Eighteen months later 21 are still employed.
A further condition which would indicate a greater than average length-of-stay for the 20
LN's is their previous years of service at the Hospital. The 20 studet c' have accumulated 95 years
of sLcvice with a mean of 4.75 years per student. The maximum lengl a of service is 13 years.
Perhaps more than the tangible results of decreased turnover and recruitment costs are the
intangible benefits of the increased capacity to manage rather than retard change. The Health industry
in general is undergoing rapid changes and the decisions being made by external forces as well as the
decisions being made inside the industry and hospital are creating new and dynamic approaches to
the delivery of care. In such an environment of flux ft is extremely important to have a committed
work force. We believe that the opportunity which creates mobility within the hospital setting is a
good source of trained health manpower as well as evidence to those employees not participating in
training that the opportunity is available. We believe that this availability of opportunity produces
high morale and thus allows management to manage the delivery of care in an efficient and effective
way.
BEST COI MAILABLE
Community,
When we begin to discuss the benefit to the community of such a program we really need to
define what we mean by the term. We mean that community is the sum total of those persons and
institutions which affect the lives of the students involved in the program. This sum would begin with
the Federal Government which provided stipends through Manpower Development and Training Act;
it would include the State government which administered the funds for administrative and teaching
personnel; it would include the Hospital Auxiliary which provided additional support monies for
students, and finally, it would encompass the students' environment in which many people live, work,
shop, and play.
One of the direct returns to the community is an increase in federal taxes paid. (Table 8).
Since actual tax data are not available approximate values were calculated for Table 8. Not only
taxes paid but also expenditures avoided represent a return to the government. Recall the reference
to the result of upward mobilitymade in discussing individual benefits: that there is decreased likeli-
hood of children going back on to welfare rolls. From the government's point of view this difference
can be identified in quantifiable terms. Fewer welfare-supported children mean tax dollars saved.
S.
5244
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TABLE 8
TAXABLE INCOMERN Salary
MaritalStatus
No, ofDepend-ents
LPN SalaryAt the endOf program
TaxOn LPNSalary
2 MonthsAfterTraining
TaxOn RNSalary
IncreasedTaxesPaid
Single1 0 $8,122.00 $1,057.00 $11,363.00 $1,591,00 $ 534.00
2 0 7,858.00 1,007.00 9,803.00 1,392.00 385.00
3 1 7,355.00 769.00 9,803.00 1,227.00 458.00
Widow4 4 8,794.00 608.00 9,803,00 774.00 166.00
Divorced5 4 9,964.00 798.00 9,803.00 774.00 (24,00)
6 3 8,243.00 684.00 9,803.00 917.00 233.00
7 3 8,520.00 703.00 9,803.00 917.00 214.00
8 1 8,399.00 959.00 9,803.00 1,227.00 268.00
Separated9 1 8,794.00 1,032,00 11,363.00 1,364.00 332.00
10 2 8,243,00 798.00 9,504.00 1,011.00 213.00
11 0 8,122.00 1,057.00 9,803.00 1,392.00 335.00
12 2 7,858.00 722.00 9,803.00 1,062.00 340,00
Married13 1 8,686.00 976.00 9,947.00 1,246.00 270.00
14 2 9,964.00 1,255.00 9,803.00 1,227.00 (28.00)
15 1 8,243.00 891.00 9,803.00 1,227.00 336.00
16 2 8,794.00 992.00 9,803.00 1,227.00 235.00
17 2 8,794.00 992,00 9,803.00 1,227.00 235.00
18 2 8,243.00 891.00 9,803.00 1,227.00 336.00
19 2 8,794.00 992.00 9,803.00 1,227.00 235.00
20 4 _8,794.00 992.00 9 803.00 1, 227.00 235.00
IIe o ow ng assump ons were ma e o cover t e cases o marr e s u ents: ac Tarried student
'I
takes 2 exemptions and files a joint return; her husband claims their children as his dependents. The
final $5,308.00 figure in Table 8 represents the increase only in federal taxes paid but there will be
a corresponding increase in the State of Illinois Income Tax.45
BES1Copy MMIABLE
Another return to the community takes the form of increased buying power. The total annual
salary earned by the students in their RN status is $199,025,00, which represents an increase of
$28,441,00 per year over their earning power as LPN's, A considerable portion of this increase
will be spent in the community and this represents profits to the community directly from the RN's
enlarged purchasing power. Finally, the likelihood that a percentage of the 20 RN's will move into
higher positions in the Nursing Department is great. Higher positions again mean higher salaries
with corresponding increases in purchasing power and taxes paid.
The total cost of the program was $207, 000.00 (Appendix G) which increased the educational
and professional background and hence the purchasing power of the 20 individuals. In the first year
alone, the increased purchasing power of the group was $28,441.00. At a normal increase in salary
of 5.5% per year over 10 years, assuming the same level of competence in the organization, the
increase in purchasing power is approximately $366, 194.00. If we assume each individual saves
5% per year, $18,310.00 goes to the banking community in the form of savings. Assuming a 5.5%
increase in salary without change in position, the program pays for itself in terms of increased
purchasing power in approximately 7 years. This calculation does not include the increase in taxes
paid but only considers increased buying power.
54 46
FUTURE PLANSBEST COPY AVAILABLE
STUDENTS' FUTURE PLANS
The UCHC students were asked two questions; Do you plan to continue your education toward
a baccalaureate and if so, when? All of them responded affirmatively to the first question and most
of them could show evidence of a continuation of their academic career.
Many students are currently taking a higher level chemistry course at Olive-Harvey College
because it is a requirement for a Bachelor of Science Degree in Nursing at The University of Illinois.
One student took this course in the Spring of 1973 and four took it during the summer term. Three
students plan to continue classes part-time in September; three will start in 1974. The latter three
explained the delay variously; one is having a baby and the other two are taking time to get their
family finances back in order. Three students have illness in the family and will let their studies
lapse temporarily. In total, fourteen studen;:s have immediate plans to continue their education at
the University of Illinois working toward a Bachelor of Science' Degree in Nursing. The remaining
six indicate continuation when it is possible. For most of these people, family finances were thrown
into serious disarray while they were on allowances during training. As soon as these heads of
households in stabilize their income, they indicate that they will return to school
Only two students indicated ability to continue as full time students; all the others plan to
continue on a part-time basis. For most students full time study would present another financial
problem and they indicate that some form of financial support would be necessary. These responses
came in follow-up interviews shortly after the completion of the program and identified attitudes
toward the full time program. Going to school full time, working, and managing a family was an
arduous job producing intense pressure from which come respite was in order. The fact that even
during such a decompression period, the 20 students stated their intention to continue school indicates
their degree of commitment. It will be interesting to follow up this aspect of their education one
year from now to see if these attitudes are still prevalent.
FUTURE RESEARCH
The UCHC plans to follow as far as possible the entire Olive-Harvey Class of February
1973 in their professional and educational development, Although our special interest is in the LPN's
47 55
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who were class members, all the others who have passed State Boards now belong to the nursing
profession. Records of their performance and comparisons with nurses from other programs will
contribute to the overall knowledge about efforts like the LPN to RN program unde study.
We plan to collect information about the hospitals where they work, their duty assignments,
their hours, any special problems they encounter. We plan to askthe cooperation of their supervisors
in rating their performance in clinical areas against that of their co-workers. We hope to keep
records of the progress they make, their professional growth, the contribution growing experience
makes to their nursing practice. We plan to follow their educational progress and provide support
and assistance wherever possible. The number who successfully pursue baccalaureate studies is of
special interest to us. Their choice of schools and arrangement of class schedules (part time vs.
full time, day classes vs. evening, etc.) will be important data.
Because of the success of this program, because UCHC is committed to the concept of
upgrading staff through the world of work, because Olive-Harvey College sees its role as serving all
segments of the community including th.: health providers, a proposal has been developed with similar
dimensions but expanded numbers. We have proposed that the Chicago City College System, and in
this case Olive-Harvey College in particular, be the educational institution for supplying health man-
power to the providers in the community. Letters of commitment from community hospitals were
sought and received by Olive-Harvey College indicating that several of these health providers would
be willing to participate in a program of upgrading Licensed Practical Nurses from the staff of each
hospital to become Registered Nurses.
the program under study.
HOSPITAL(University of Chicago
Hospitals & Clinics-)Sept. 1973
This model (Figure 1) would require the same components as
41111=11
E-HOSPITALJan. 1974
Work
aining
Figure 1HOSPITALSept. 1974
EDUCATIONAL
INS mu TION
(Olive-Harvey College)
PROGRAM OF IMPLEMENTATIONfor LPN to RN
CO-OPERATIV PP OJECT BETWEENCLIVE-HARVEY COLLEGE & UCHC (Oct.
HOSPITAL'Sept. 1974
HOSPITALJan. 1974
[972)L
48
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Agencies, (most probably government agencies) would have to supply funds for administra-
tive, teaching and counseling services -)nd for student allowances. Each health provider institution
would provide the fringe benefit package while the students were in school. Funds for administration
and teaching help would be necessary because the capacity of the schools to accept students is limited.
In order to accommodate an enlarged student body, they would need additional staff.
The hospitals and Olive-Harvey College hoped that the implementation of the expanded model
could take place in September, 1973. With that possibility in mind a proposal was developed and sent
to the Bureau of Nursing in the Department of Health, Education, and Welfare in Washington, D.C.
That proposal is presently under consideration but the deadline of September 1973 will not be met.
An extension of this model to other community colleges in the Chicago Metropolitan area is shown in
Figure 2. These institutions could provide the academic expEll.ences which would create a skilledwork force for the health providers in their own communities.
e University of ChicagoHospitals & Clinics
Figure 2
TiOSPITO.1.3
( HOSPITAL;
Olive-HarveyCollege
EducationalInstitution
Sept. 1974
PROGRAM OF IMPLEMENTATIONfor LPN to RN
OPERATIVE PROJECT BETWEENOLIVE-HARVEY COLLEGE & UCHC (Oct. 1972)
(HospITAL)
49
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The Department of Nursing of Olive-Harvey College administered the challenging examination
to the Licensed Practical Nurse staff of The University of Chicago Hospitals and Clinics in order to
determine which students could be admitted into the College's September, 1Q73, nursing program.
The need has been clearly demonostrated by the number of LPN's who took the examinations but only
12 LPN's have been admitted to the program. Of necessity, only a limited number of LPN's from
UCHC will be admitted, since Olive-Harvey College can take only a prescribed number of students
and the goal of the College is to admit all students who qualify. The UCHC plans to continue support-
ing LPN's who wish to continue their education toward an RN. Therefore, the 12 LPN's who have been
accepted in the September, 1973, class at Olive-Harvey College will have their fringe benefit package
paid for when they start the full-time portions of their nurse training. However, working students,
especially those with families, are not able to attend school full time without support stipends. If
funds are not forthcoming, the continuation of a program like the one described in this report is highly
unlikely.
Unquestionably, this program demonstrated the possibility of upgrading within the world of work.
If such effort is to continue on an ongoing basis, then the partnership between the government funding
agencies, the educational institutions and the private hospitals will have to continue. We believe it is
an appropriate use of resources which allows for the effective utilization of health manpower from the
standpoint of the individual, the hospital and the community.
BEST COPY AVAILABLECONCLUSIONS
First, given the fact that significant correlations do not exist between NLN preadmisstons
examinations, the challenge examination, Grade Point Averages, NLN Achievement examinations and
State Boards, we would conclude that the applicant who does not do well in preadmission and challenge
examinations is not necessarily an unsuccessful nursing student. The 20 students in this pilot pro-
gram dii not do well on the NLN preadmission teat nor did they score very wc: on the challenge
examination. Yet they were very successful in State Board Examinations with mean scores higher
than the norm. It is posidble that the non-intellective factors, such as success in a previous level
of nursing, work experience in nursing and heavy personal investment into occupational advancement,
are better predictors of fiuccess. The fact that correlations do exist between LPN State Board scores
and RN State Board scores may mean that a good and valid quantifiable predictor of success is
success in a previous level of nursing.
Second, at this point we believe that the challenging examination used to identify duplications
in LPN and RN training does so, at least in part. The students indicated that the course work they took
was not a duplication of LPN academic material nor LPN work experience. While some of the same
material was covered it was considered from a new standpoint which was helpful to them. Giving
the students credit for six hours of Fundamentals of Nursing did not in any way deter them from
successfully passing State Board Examinations.
Third, we believe it is possible to give credit to the LPN for practical and educational
experience and still produce a qualified RN. State Board scores attest to this and we believe that the
Nursing Skills Inventory appropriately identifies those areas in which the former LPN (now RN)
functions well as an RN.
Fourth, we further believe that the institutional support and students' motivations were the
detertnining factors in achievinga i00% success rate. The personal interest of someone who is
concerned with the students and is available to help them solve problems, academic, personal,
economic, may be of greater value than any other single factor.
Fifth, it seems to us that it is highly desirable that the students receive at least six hours
academic credit for their LPN training and experience, since this in no way acted as a deterrent to
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successful completion of the program. We are not convinced, however, that six hours is enough
credit for previous education and experience. It might well that they deserve considerably more,
but this statement is being made conditionally and further study is needed, Many LPN's may be
deserving of more credits but the College has also had LPN's who began with Nursing 101 and earned
grades of D's and F's. Many of these students who passed the challenging examination failed or earn-
ed a D in Nursing 102 and did poorly in the clinical areas. We believe motivation is a great factor.
The UCHC students had a vested interest in doing well; not disappointing the UCHC, we believe was
a big factor in their drive to succeed. A new program should yield other testing devices, both paper
and pencil and behavioral, which should identify duplication of experience.
Sixth, we have demonstrated the value of a workable partnership among the health providers,
the producers of health manpower and appropriate government agencies. Such a partnership works
in every direction; toward the good of the individual; to the benefit of the institutions, both the school
and the hospital, and toward the welfare of the community in the form of economic and social benefits -
a. The government benefits from increased tax revenue through higher income.
b. The community benefits through increased purchasing of goods and services.
c. Taxpayers benefit from reduction of welfare payments and avoidance of duplication
of nurse training facilities and faculty.
d. The hospital benefits through reduction of recruitment cash for RN's and increased
motivation and morale of staff.
Seventh, we have demonstrated that upward career mobility has human values, i.e,,elimina-
tion of the notion of dead-end jobs, increased aspirations of staff and motivated, career dedicated
people.
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APPENDIX A
Member Agencies
Interim Health Organization
Interim Health Organization
Chicago Board of EducationBureau of Health OccupationsHealth Occupations Careers
Chicago Board of Health
Chicago Committee on Urban Opportunity
Chicago-Cook County Council #19American Federation of State,County and Municipal Employees,AFL-CIO
Chicago Dental Society
Chicago Medical School
Chicago Area Society for HealthEducation and Training
,tCity Colleges of Chicago
Comprehensive Research and Development(COMPRAND)
Cook County Dept. of Public Health
Council for Bio-Medical Careers
Developmental Program for ComprehensiveHealth Planning
Health and Hospital Governing Commissionof Cook CountyDepartment of Education
Health Careers Council of Illinois
*Illinois Bureau of Employment SecurityHuman Services Manpower Career Center
*Illinois State Employment Service
Illinois Nurses Assoc. - Chicago District
Institute of Medicine of Chicago
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Mid-Southside Health Planning Organization
Moraine Valley Community College
New Careers Council of MetropolitanChicago, Inc.
North Suburban Association for HealthResources
Office of the MayorModel Cities ProgramSpecial Assistant for Manpower
Prairie State College
Rehabilitation Institute of Chicago
The Wood lawn Organization
Thornton Community College
Triton College
Welfare Council of Metropolitan Chicago
Westside Health Planning Organization
YMCA Community College
Staff of the following serve asConsultants:
American Academy of PediatricsAmerican Hospital AssociationGovernors State UniversityIllinois Regional Medical ProgramOak Forest HospitalPresbyterian-St. Luke's HospitalRavenswood Hospital
*U of C Hospitals and ClinicsU of C Pritzker School of MedicineUniversity of Illinois
Medical CenterSchool of Associated Science
Will Grundy Comprehensive Health Org.
* Member of Coordinating Council
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APPENDIX B
Other Programs
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Other Programs
Other programs now in existence in which an LPN can participate in an RN Program and get
credit for skills learned were examined. These programs are:
1. Providence Hospital School of Nursing, Southfield, Michigan
2. South Chicago Community Hospital, Chicago, Illinois
3. Helene Fuld School of Nursing, Joint Diseases Hospital, New York, New York
4. Hunter College-Bellevue School of Nursing, New York, New York
5. Health Occupations Education, University of Iowa, Iowa City, Iowa
6. Arkansas State College, Conway, Arkansas
While there are differences between the pro- ims, there are very important similarities.
1. Goals
A. In all programs examined, a common goal was to meet the critical
needs of nursing manpower. One way to do this is to tap a how
source of recruitment, viz., the LPN on whose experience additional
knowledge can be added to produce RN's.
B. Meet the needs of the individual by providing career mobility in a
way that will make use of the knowledge and skills she already has.
C. It is generally recognized that some of our social problems stem
from the fact that the minority groups in the United States have no
access into the mainstream of economic life. By meeting the needs
of both nursing shortages in Illinois and the individual's desire to
advance in a most noble profession we fulfill our responsibility of
effectively dealing with social problems - "unlocking the ghetto
system."
D. The private sector has a significant role to play in social issues. The
health industry, as the second largest user of manpower, has a
responsibility both to provide upward mobility to its staff and to
provide good patient care.
2. Curri,:ulurnttl"
A. Each curriculum took into account the course content of existing
A14.1011.1
LPN programs together with the practical experiences gained on
the job, and a new curriculum as then developed. Based on their
findings that LPN and RN curricula have duplications of material,
where these duplications existed, they were eliminated. In all
cases, this resulted in a shorter period of time in which an LPN
needed to become an RN.
B. The emphasis in these curricula is on theory rather than practice.
For example, it was found that the LPN brought to the program a
fund of bedside nursing experience. Because of this, much emphasis
is placed on group counseling sessions where the students and
teacher can talk about the experiences on the unit as it relates to
sound nursing theory. This builds on the students' past experiences
and lends both dignity to their past work and reinforces their future
learning.
3. The Students
A. The Helene Fuld School of Nursing of the Hospital for Joint Diseases
and Hunter College-Bellevue School of Nursing are both conducting
programs for LPNIs to become RN's, We were particularly interested
in these two programs because their student population is the same as
the population we hope to reach in this program. They have the same
work experiences and social problems.
B, Hunter College Program is experimental and the first group of 25 students
just took the State Board Examination. All 25 who started the progr &m,
graduated and took the licensure examination.
The Helene Fuld School has been conducting its program since 1964 and their
data indicate that the attrition rate of 25% is considerably lower than national
norms which is 30%. 86% of their students who graduate pass the State Lir:-
ensure Examination as compared to 79% on a state-wide (New York) basis.
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APPENDIX C
The University of Chicago Hospitals and Clinics
Career Ladder Programs
VA;
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Licensed Practical Nurse Program
From March, 1970, to November, 1971, The University of Chicago Hospitals and Clinics in conjunc-
tion with Health Occupations Careers, Chicago Board of Education, conducted an LPN Program for
entry level staff of the University of Chicago Hospitals and Clinics.
The objectives of this program were:
(1) To provide educational opportunities and career mobility for the unskilled
individuals in the health field who are traditionally locked into dead-end
positions, and
(2) To fill the hospital's need for trained health personnel.
In order to meet these two objectives we had to consider the following:
The individual in an entry level position has not had the chance for further education because
(1) he lacks the financial resources to quit work and to go to school. Most of these individuals are
mothers who are the sole support of families. In addition to working 8 hours per day they are main-
taining homes and caring for children. This would make it difficult to even consider echool on a
part time basis, since they need every bit of that eight-hour income and (2) this individual, even if
he/she could afford to go to school has traditionally been locked out of an educational system which
relies heavily on scholastic entrance tests and past educational achievements. This was confirmed
when the LPN enance examination (a Standard Reading TJst) was administered to 166 interested
employees. Out of this group only 37 achieved an 8.5 reading level.
Program Design:
The program was conducted on a shared work/study basis. Each student worked at his regular
job 6 hours per day and attended class 3 hours per day. In order to meet the financial needs of the
students, the hospital paid each student for 2 of the 3 hours they spent in class, so that although they
worked on the job only 30 hours/week they continued to receive their regular 40 hours/week salary.
In order to conduct the program part time, and instvre that subject matter was -mat kiihiteci, the
farailty of the Board of Education revised their usual full time 50 week curriculum, so that these
students could complete the same program part time in 80 weeks.
The program was conducted at The University of Chicago Hospitals and Clinics. The students
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received all their clinical experience in the hospital and theory was taught in a classroom in the
hospital.
The faculty was provided by the Board of Education and The University of Chicago Hospitals and
Clinics, Department of Education, provided supportive services, is es , administrative and secretarial
services, In addition, two counselors on the staff of the Department of Education and Training each
spent 25% of their time providing counseling services.
Student Population: The program began with 33 students selected from the staff of the University
of Chicago Hospitals and Clinics. They came from various positions in the hospital:
23 Nurse Aides
3 Dietary Aides
3 Central Supply Aides
2 Ward Secretaries
1 Family Planning Educator
1 Secretary
Their length of employment at The University of Chicago Hospitals and Clinics ranged from 6
months to 13 years; the average length of employment was 4-1/2 years.
The students ranged in age from 25 to 56. The average age was 37.
Each student was required to take a reading test before entrance into the program. The scores
ranged from 3.2 to 11.2. The average for the 33 students was 7.7. This is significant because the
usual entrance requirement is 8.5. 23 of the 33 students had scores under 8.5; 17 of these had scores
under 7. 5.
There weie 31 women and 2 men, 32 blacks and 1 white.
Results: In November, 1971, 22 students graduated from this program. Two students were
delayed from completion because of long illnesses in which they were hospitalized. One of these
re-entered the program in April, 1972, and graduated in June, 1972. The other re-entered in June,
1972, and completed the program in 16 weeks. This means that 24 of the 33 students have completed
the program. Of the 11 who did not complete:
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BEST COPY AVAILABLE(a) 5 were dismissed because of poor grades.
(b) 4 dropped - 2 because of health, 1 due to pregnancy, and 1 due to family problems
1...ch made it necessary for her to leave town.
The 22 students who graduated took the State Licensure examination in December, 1971. Passing
grade on this examination is 350. 21 of the 22 students passed. 9 students received a grade over
500, and 2 of these students received a grade over 600.
The student who did not pass originally took the exa.r.ination again and passed it then.
All of the graduates are now working as LPN's. Althottgh the students are free to obtain jobs at
any hospital, all but one of the graduates chose to remain at the University of Chicago Hospitals and
Clinics as LPN's.
Conclusion: This program was a pilot project to see if, in fact, hospital programs of career
mobility could -
(a) meet the needs of the community and the disadvantaged members of the community by prO-
viding educational opportunities and career mobility, and
(b) fill the hospital's need for trained health personnel by recruiting from the large untapped
source of unskilled personnel, who have already shown a commitment to working in the
health field.
In order to test whether we could meet the needs of the community, it was necessary for us to
lower the usual entrance requirements which have traditionally locked the disadvantaged out of the
system. It is interesting to note that out of 33 students, only 5 were dismissed because of poor
grades. Of the 21 that did complete and pass State Boards, 15 (or 70%) tested below 8.5 on the Read-
ing test given prior to the start of the program.
This was possible because of (1) the strong motivation of this group of students, who were
familiar with and committed to a hospital career, and (2) the teaching and counseling services pro-
vided by the staff of the Board of Education and The University of Chicago Hospitals and Clinics, who
were committed to using entrance examinations not as a means of keeping people out, but only as a
diagnostic tool to find where students are.
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CURRICULUM PLAN
Licensed Practical Nurse Program
20 Actual Months of Study
1st Section (5b weeks)
WEEKS Days per
WeekHours perDay
TotalHours
Basic Nursing 32 5 3 480
Medical-Surgical I&II 24 5 3 360
Vacation . 2
2nd Section (24 weeks)
Geriatrics 8 5 3 120
Obstetrics 8 5 8 320
Pediatrics 8 5 8 320
TOTAL 82 1,600
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Programs Available
A. Basic Education
1. Basic Mathematics
2,Pre-GED (reading skills)
3,GED (preparation for taking high school equivalency examination)
4. English as a Second Language
5, Chemistry
13. Job Skill Training
1. Basic Typing
2.Advanced Clerical Skills
3, Medical Terminology
4. Food Service Job Skills
5. General Services Job Skills (housekeeping)
C. Career Development
a. Laboratory Field
1, Certified Laboratory Assistant (Board of Education - Health Occupations Careers)
2, Medical Laboratory Technician (2-year AA degree)
3. Medical TechnolOgist (Chicago Medical School)
b. Nursing
1. Upgrade to LPN (Skill Center, Chicago City Colleges)
2, LPN Medication (Department of Nursing, UCHC)
3, LPN to RN (Olive-Harvey College)
4, RN to Baccalaureate (University of Illinois, College of Nursing)
5, BSN to graduate degree(s) (University of Illinois, College of Nursing)
6. Nurse Internship (Department of Nursing, UCHC)
c. Clerical
1. College Business Courses (Loop College), These courses are adjunct to the basic clericalskills taught in the hospital and will lead to an AA or AAS degree in Business.
d. Dietary (Projected)
1. Dietitian Assistant (Food Service Department, UCHC)
2, Dietitian Technician (2-year AA degree)
3, Baccalaureate (Major in Dietetics)
4, Dietitian (Internship)
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D, Continuing Miller Education (For College Credit)
1, Business Ill (Loop College)
Z. English 197 (Loop College)
3, Chemistry 105 (Loop College)
4, English 097 (Loop College)
E. Management and Organizatirmal Development
1. Leadership and Coaching
2. Personnel Aspects of Supervision
3, Communications and Problem Solving
F. Job Enrichment
I, Human Relations
2. Job Enrichment
G. Community Service
L. Cooperative Health Study for High School Students
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APPENDIX D
Research Questionnaire
RESEARCH on LPN to RN PROGRAM BEST COPY AVAILABLE
1 2 3 4 5 6 7 8 9
Name:Social SecurityNumber:
1. Individual No.
2. Year of Entrance Into Program:
3. Kind of Student:
4. Date of Birth:
5. Sex:
6. Race:
7. Marital Status:
8. Number of Children:
9. Number of Residences in Last 5 Years:
10. Salary as LPN Upon Completion of RN Training:
11. Beginning Salary as an RN:
12. Number of Years Work Experience as LPN:
13. Number of Years Employed at University of Chicago:
14. Number of Absences on Job 1 year BeforeRN Training (9/1/70 - 8/31/71)
15. Number of Tardies on Job 1 Year BeforeRN Training (9/1/70 - 8/31/71)
16. Area Worked in as LPN:
SUPERVISORS' EVALUATION AS L7N (ITEMS 17 - 30)
17. Quality of Work
18. Quantity of Work
19. Attitude
20. Attendance
21. Knowledge of Work
22. Reliability
75.
23. Personal Appearance
24. Physical Fitness
25. Care of Equipment
26. Adaptability
27. Initiative
28. Judgment
29. Planning
30. Supervisory Ability
31. Level of Education Prior to RN Program
32. Date Graduated from High School (or GED)
33. High School Record (Standing in Class)
34. LPN School
35. Date Graduated from LPN School
36. LPN State Board Score
NLN PRE NURSING AND GUIDANCE EXAMINATION (ITEMS 37 - 45)
37. Academic Aptitude Total
38. Academic Aptitude Quantitative
39. Academic Aptitude Verbal
40. Reading Speed
4L Reading Level
42. Mathematics.
43. Natural Science
44. Social Studies
45. Composite
46. ACT - English
47. ACT Mathematics
48. ACT - Social Studies
49. ACT - Natural Science
50. ACT - Composite
51. Challenging Exam Score
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52, Nursing 101
53, Nursing 102
54, Nursing 201
55. Nursing 202
56, Nursing 203
57. Nursing 106
58, Biology 126
59. Biology 127
60. Microbiology 119
61, Social Science
62. English 101
63. English 102
64. Psychology 201
65. Sociology
66, Humanities 201
67, Child Development
68, Math 103 (or comparable course)
69. Chemistry 131 or 105
70. Employed During RN Program (Yes - No)
71. Average Number Hours Worked per weekDuring program
72. Total Grade Point Average During Program:
73. Grade Point Average for Nursing Courses Only:
74. Grade Point Average for Liberal Arts Courses:
75. NLN Achievement Test - Medical Nursing
76. NLN Achievement Test - Surgical Nursing
77. NLN Achievement Test - Psychology
78. NLN Achievement Teat - Obstetrics
NLN Achievement Test - Pediatrics
RN STATE BOARDS (ITEMS 80 - 85)
80. Medical Nursing
81. Surgical Nursing
82, Obstet. Nursing
83. Pediatric Nursing
84. Psych. Nursing
85. Average in 5 Areas
86. Status in Program
87. Year of Graduation as RN
88. Do You Plan on Continuing Your Education?
89. When ?
90. How?
DID YOU FEEL THAI THE FOLLOWING PORTIONS OF THE PROGRAM WEREREPETITIOUS OF LPN TRAINING? (YES - NO)
91. Nursing 102 Theory
92. Nursing 102 Clinical Experience
93. Nursing 201 Theory
94. Nursing 201 Clinical Experience
95. Nursing 202 Theory
96. Nursing 201 Clinical Experience
97. Nursing 203
98. Area Now Working in as RN
99. Was This Your First Choice? (Yes - No)
100. Did YouReturn to the Area You Worked as LPN? (Yes - No)
101. Why or Why Not?
102. What functions are you performing as an RN, that you didnot perform as an LPN?
103. Did you take Medication Course a an LPN? ',Yes - No)
Developed by Education and Training Department of the University of Chicago Hospitals and Clinics
76,
Nursing Skills Inventory Questionnaire
Nurse Internship Program - Skill Inventory
Name: School of NSG. Yr. Grad.Experience: Area of Experience:
Please indicate in the apart/ iate column what your experience with the following procedures is:Can FunctionIndependently
...........Have Never NeedDone Review
1. Alternating pressure mattress
2. Application of ace bandages
3. Baron pump for tube feedings
4. Bedscale...
5. Cardiac Monitors
6. Cardio -pulmonary Resuscitation
7. Catheterization: Insertion of Foley
8. Catheterization: Removal of Foley
'9. Central Venous pressure
10. Clean Catch urine specimen
11.11. Circo-electric bed,......
12. Colostomy care
13. Dermatology dressings
14. Fractionals
15. Gastric feedings
16. Hypo -hyperthermia mattress
17. K-Pak
18. Pap. smear
19. Care of patient with chest tubes
20. Specific Gravity_
21. Suction: Tracheostomy
22. Suction: Naso-tracheal
23. Team leading: Making assignments
24. Team Leading: Managing Patient Care
25. Formulating nursing care plans
26. Passim mods. for team or ns .unit
Developed by Dept. of Nursing - The University of Chicago Hospitals and Clinics
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APPENDIX F
Cost of Program
Source of Funds
*Total Cost of Program
Total Amount
State of Illinois, Dept. of $140, 000.00
Vocational and Technical
Education
State of Illinois Bureau of 50, 000. 00
Employment Security (MDTA Funds)
The University of Chicago 7, 000.00
Hospitals and Clinics Women's
Auxiliary
The University of Chicago 10,000.00
Huspitals and Clinics (Fringe Benefits)
$207, 000.00
All figures have been rounded to nearest thousand.
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